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THE KINDERGARTEN NEWS. 

A Monthly Magazine Devoted to Elementary Education. 

PUBLISHED BY 

MILTON BRADLEY CO., Springfield, Mass. 



FIFTY CENTS A YEAR. 



SEND FOR A SAMPLE COPY. 



PAPER AND SCISSORS 



IN THK 



SCHOOLROOM. 



BY 



EMILY A. WEAVER. 



MILTON BRADLEY COMPANY, 
SPRINGFIELD, MASS. 




VV 



Copyright, 1893, 

BY 

Milton Bradley Company, 
Springfield, Mass. 



PREFACE. 



This book is planned to give a practical and systematic 
course in paper folding and cutting for all grades in the public 
and private schools. The work begins with the simple foldings 
adapted to the first year in school and enlarges its scope to give 
cutting suited to higher grade work. Many teachers in the 
primary grades wish to use the paper folding taught by kinder- 
garners, but never having had the training are at a loss to know 
how or what to teach, or where to find help. The first chapter 
of this book gives this help and the forms folded are named for 
the familiar forms with which the children are acquainted. 
Then follow five series of six each, of ornamental forms. These 
are not all illustrated as they follow in regular order the folding 
given for the first series, and full directious for those are given. 

The second chapter contains a sequence of plane geomet- 
rical figures and symmetrical figures formed of them. The use 
of the six primary colors is here introduced, one color being 
confined to a series. All the figures are folded from the square, 
and a review m folding and comparison is placed at the begin- 
ning of each series and the dotted lines indicate the foldings to 
be made. Each figure folded follows directly upon the folding 
of the preceding one. The gain to a class in being able to 
follow correctly the dictation given to secure any of the forms 
can hardly be over estimated. The teacher also gains in her 
ability to give a direction clearly, concisely, and hold the class 
exactly to the work in hand. In order to do this a teacher must 
have taken and must thoroughly understand each step, or pupils 
and teachers will quickly be lost. If the work is carelessly 
given by one and carelessly done by ihe other no good and 



4 PREFACE. 

much hurt is done. Correctly done the gain is apparent in 
every line of school work. 

The third chapter is devoted to actting the Geometric figures 
and useful and ornamental forms based upon them. 

Full directions are given, but several are sometimes based 
upon one form, and unless each step is carefully mastered the 
worker may find herself unable to proceed. If studied carefully 
in order, all difficulties will vanish and the work be plainly 
understood. Most of the forms are made by one cut of the 
scissors, excepting the more complicated derived forms. 

The requests from hundreds of teachers who have received 
the directions orally that are here given, the increasing demand 
for instruction in this line, and the feeling that it will answer 
the question — " Where can I get a book on Paper Cutting and 
Paper Folding?" — has led to the preparation of this work. 

With the wish that it may prove a help to many teachers and 

a pleasure to many pupils, it is most heartily dedicated to you, 

my fellow teachers. 

Emily A. Weaver. 



PAPER FOLDING. 



CHAPTER I. 

Teach right and left edges, upper and lower edges, upper 
right and left corners, lower right and left corners. The 
paper is to be kept in one position on the desk and turned only 
when so dictated. The position of the paper should be with 
edges perfectly vertical and horizontal as it lies in front of the 
pupil. It is not deemed necessary to give full dictation lessons 
for every figure. A teacher following out the work will easily 
see the regular order and after doing the folding herself will be 
able to dictate a much better lesson than can be written. 
Dotted lines indicate creases. 








Fig I. Book, Screen and Mat. 

Book. — Fold the right edge of a square to the left edge, 
having the upper corners touching, and crease. From this, 
when opened, the child can read from memory the new word of 
that day's lesson. 

Screen. — Stand the folded square half open on the desk. 
Let the child tell a story of what is behind the screen. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



Door Mat or Rug. — Leave the square folded. Teach 
diameters, horizontal and vertical position. 




Fig. 2. Window. 



Fig. 3. Shawl. 



Four-Pane "Window- 

and open. 

-^ Fold the -lower right 
corner. Crease and 



Fold a square on both diameters 



Shawl, 
upper left 
diagonal. 

Snowplow. — Fold both diag- 
onals of a square and leave them 
folded. Open the last half-way 
and stand on the edges of the 
square. Teach bisection or halves 
quadrisection or quarters. 



corner of a square to the 
leave unopened. Teach 





Fig. 5. Picnic Table. 



Picnic Table. — Fold the horizontal diameter of a square 
and open. Fold upper and lower edges to meet at the diameter. 
Crease and open half-way. Stand on the long edges of the 
oblongs at top and bottom for the table. 



PAPER ANTD SCISSORS IN THE SCHOOLROOM. 



Window with Blinds or Closet with 
Two Doors. — Fold the vertical diameter 
of a" square and open. Fold the right and 
left edges to meet this diameter. These 
narrow oblongs form the blinds or doors. 



Fig. 6. 
Window, with Blinds. 




Fig. 7. Singing Book. 



Singing Book.— Fold the horizontal diameter of a square. 
Fold the lower edge of the oblong to the upper edge and crease. 
Fold the right edge to the left edge and crease. 



i ! ■ 

i ' i 

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I ! ! 



Fig. 9. Footstool. 



Fig. 8. Kindergarten Table Top. 

Kindergarten Tabletop. — Fold for the window with 
blinds and open. Make the same folds horizontally thus ob- 
taining sixteen small squares.- 

Pootstool. — Fold for the window with blinds. Fold the 
bottom edge even with the top edge and open. Fold the top 
and bottom edges to the center fold and crease. Open the last 
folds half-way and stand on the desk. The small oblongs are 
the supports of the footstool. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



i 1 
1 

4 - 

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Fig. lo. 


Barn. 





Barn.— Fold the kindergarten table top and open. Bring 
the lower right corner of the square up to the lower right corner 
of the small upper left corner square, crease a diagonal fold 
through the small square, the second from the top on the right- 
hand row of squares and open. Bring the upper right corner of 
the large square down to the upper right corner of the lower left 
corner square, and crease a diagonal fold through the small 
square the second from the bottom on the right-hand row of 
squares. Open and fold the horizontal diameter. Place the 
paper wdth the folded edge for the upper edge of the oblong. 
Fold the small lower right square over on the one next to it at 
the left and the square above it and the one at the right of it 
will fold on the creased diagonals. 




Fig II. House. 



House. — Make the foldings for the barn and repeat on the 
left side by folding the upper and lower left corners, so as to 
obtain diagonals in the small left squares corresponding to 
those on the right. Fold back the lower left corner square as 
the lower right one is folded and return it to its first position, 
leaving the squares above it folded inside on the creased di- 
agonals. This will give the slant of the roof. 



PAPER AND SCISSORS I.V THE SCHoOLkOUM. 




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Fig. 12. ShelJ. 



Fig. 13. Shelf. 



Shelf. — Fold for the house, but turn back the right lower 
corner square also, thus making half of each short side slant. 
Fold half-wa}'^ down on the horizontal long fold and hold 
against a book or desk, as in Fig. 13. 

Bench — Fold for the house wdth the exception of omitting 
to return the lower left corner square to its former position. 
Fold the lower edges of the two small lower squares at the 
center, even with the upper edge of the oblong and crease. 
Fold the squares and half-squares on the right and left so as to 
meet at the center, crease and without opening them draw half- 
way down the small center squares previously folded to the 
upper edge to form the seat. Stand upon the desk. 




N 



Fig. 14. Bench. 



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Chs 



Chair. — Fold a kindergarten tabletop and fold down the 
right-hand row of squares and then fold as for bench. The 
bench and chair are the same except in length. 

In the following forms one of two foldings is made. They 
are called Ground Form A and Ground Form 1j : 

Ground Form A. — Fold the diameters and the diagonals 
of a square. Fold each corner to the center and do not open. 



lO 



PAPER AND SCISSORS IN THE SCHOOLROOM, 



Fold the new corners under to the center and do not open. 
Ground Form A shows four squares on the upper side and 
eight triangles on the under side. 

Ground Form B. — Fold the diameters and the diagonals 
of a square. Fold the right and left edges to the vertical diam- 
eter. Crease and open. Fold the upper and lower edges to 
the horizontal diameter, crease and open. We now have the 
diagonals and the square folded mto sixteen small squares. 
Turn the paper over and fold the corners to the center and open. 
Turn the paper over again. Bring the middle of each edge to 
the center and press each corner of the square down at the 
center also. This now shows one large square on the under 
side and four small ones on the upper side. 



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T— 71 



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Fig. 17. Cake Basket. 



Fig. 16. Tablecloth. 

Tablecloth. — Fold Ground Form A, place with four squares 
uppermost, and open as follows : Turn out the four corners 
underneath, turn back the other four corners and the folds will 
fall in place showing a large square for the center, and the cor- 
ners falling as from the corners of a table. 

Cake Basket.— Fold the tablecloth and turn it over that 
the squares may be the bottom of the basket. Pinch each cor- 
ner together closely that it may retain a definite shape. 



PAPER AM) SCISSORS IN THE SCHOOLROOM. 



I I 





ViQ. i8. Windmill. 



Fig. 19. Cardcase. 



"Windmill. — Fold Ground Form B, hut in place of pressing; 
corners to center brinii^ eich corner out and press flat. 

Cardcase. — Fold the windmill and fold back on the diag-o- 
nal of the square at the back. 




Fig. 20. Sailboat. 




Fig. 21. Double Boat. 



Sailboat. — Fold the cardcase and fold back one of the tri- 
ansfles that makes the base of the cardcase. 



Double Boat. — Fold for the windmill, but instead of turn- 
ing corners out, fold the upper and lower left corners toward 
each other, and the same with the right. Fold the square at 
the back together on its horizontal diameter. 



12 



PAPER AND SCISSORS IN THE SCHOOLROOM. 





Fig. 22. Boat with Two Sails. Fig 23. Sailboat with Cabin. 

Boat with Two Sails. — Fold for the double boat and fold 
upwards the right and left corners of the upper half of the 
figure. 

Sailboat with Cabin. — Fold boat with two sails and fold 
down and back one triangle at the top of one sail. 




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Fig. 24. Cup and Saucer. 



Fig 25. Crown. 



Cup and Saucer. — Fold the boat with two sails and fold 
down and back both the triangles at the top of sails. 

Crown.— Fold Ground Form A, and open. Place the square 
on the desk with a diagonal vertical. Fold the upper and lower 
corners to center. Fold the lower edge thus obtained to the 
upper edge and hold firmly together between the thumb and 
finger at the middle of the two folded edges. Fold the front 
upper corners down to the middle of the lower folded ^(\^^ in 
front, and the back upper corner to the middle of the edge at 
the back. This brings the extreme right and left corners up 
even with the corners now made at the middle of the top. 



PAPER AND SCISSORS I X THE SCHOOLROOM. 



'3 





Boy's Hat 

Fig. 27. General's TTat 

Boy's Hat. — Fold the crown and fold back the upper right 
and upper left corners to the lower right and lower left corners. 

General's Hat. — Fold one diameter of a square, open and 
turn the paper over. Fold one diagonal, open and fold the 
other. Take the square at the ends of the diameters and bring 
them together backwards, with the outside of the fold touching. 
Press down together the front and back triangles. Place on tha 
desk with the long edge of the triangle at the base and horizontal. 
Fold the right and left corners of the upper triangle to the apex 
and crease. This gives two triangles meeting at their long 
sides, forming a square in the center of the large triangle. Fold 
the right and left corners of this oblique square to the center. 




Fig. 2S. Workbasket. 

Workbasket. — Fold Ground Form A. Hold with the 
four squares in front. Bring the lower right corners backwards 
to the upper left corners ; hold firmly in the thumb and finger 
and press the two remaining squares closely together. Tliis 
gives a square in front and back, with one at each side, folded 
inside. 

Hold closely by the lower corners and raise the four squares 
by their upper and free corners, thus forming pockets for the 
basket. The basket will stand easily on the four lower 
corners. 

Ornamental Frames. — In this series of foldings, the 
creases are indicated by a broken line, consisting of dashes and 



H 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



dots alternating like the following : ; while the 

full lines indicate the outer and folded edges, giving the form 
of the figure made, and lines made by a succession of dashes, 

thus, , indicite corners folded under; these 

gan be easily distinguished by their shape and position. The 
drawings are reduced to one-half size. The entire number of 
this series is given, and only a part of each of the others, as 
after the first form of each is obtained, the others follow in same 
order as in the first series. 



FIRST SERIES, BASEP ON GROUND FORM A. 







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Fig. 29. 



Fig 3G. 



Fig. 31. 



Fig. 29. — Fold the Ground Form A, then fold back to the 
outer corners of the square the corners which meet in the 
center. This leaves an opan square in the center. 

Fig. 30. — First, fold Fig. 29. Then fold the square corner 
of each triangle to the middle of its base line. 

Fig. 31- — Fold Fig. 30. and then unfold the half-squares, 
leaving their corners folded under. 






Fig- 32. Fig. 33. Fig. 34. 

Fig. 32.— Fold Fig. 29 and unfold the corners back to the 
center ; fold them back to the middle of the creased diagonal. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



15 



Fig, 22- — Fold Fig. 32, then fold back on each creased 
diagonal. 

Fig. 34.— Fold Fig. 29. Fold the upper edge of the upper 
left half-square evenly with the base of the triangle ; then fold 
the left edge of the same triangle even with the same base line. 
Fold each succeeding half-square in the same way, taking care 
to have the small triangle formed by the last fold alternate 
with its neighbor. 



SECOND SERIES, BASED ON GROUND FORM B. 




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Fig. 35. 



Fig. 36. 



Fig. 37- 



Fig. 35. — Fold the Ground Form B, then fold the two oppo- 
site outer corners of each square back underneath to the center 
or to the middle of the diagonal of each. 

Fig. 36.— Fold the Ground Form B, then fold the inner 
corners back, as in No. 29 of the first series. Complete the fig- 
ure by folding the opposite outer corners of each square under 
to the middle of the diagonal, as in Fig. 35. 

Fig. 37. — Fold the Ground Form B. Fold the corners at 
center back to the corners of the square. Fold these corners 
back to the center of the creased diagonal and complete by 
folding the opposite outer corners under, as in the two previous 
figures. 

A little study of the first series will suggest how other modi- 
fications of this series can be made. 



i6 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



THIRD SERIES, BASED ON GROUND FORM B. 







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Fig. 38. Fig. 39. Fig 40. 

Fig 28. — Fold Ground Form B, and fold the outer edges of 
each small square under to the diagonal of its square, having 
the sharp corner at the outer corner of the square. This gives 
a four-pointed star folded upon a square as the back ground. 

Pig 29: — Fold first for Ground Form B. Then fold the cen- 
ter corners back to outer corners as in Fig. 29 of first series, 
and proceed as in Fig. 38 of this series. 

Fig. 40. — Fold Ground Form B. Then fold as in Fig. 33 of 
first series and proceed as in Fig. 38 of this series. 

Other forms may be developed in this series by studying the 
different modifications made in the first series. 



FOURTH SERIES, BASED OF GROUND FORM B. 





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Fig. 41. Fig. 42. Fig 43. 

Fig. 41. — Fold Ground Form B, and fold underneath the 
inner edges of each square to touch along their whole length 
the diagonal of their square. This gives a figure like Fig. 29 
of third series reversed, as now the sharp corners meet at the 
center, and the square corners are at the corners of the large 
square. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



17 



Fig. 42. — Fold the Ground Form B. Then fold for Fig. 31 
and complete as in Fig. 41 of this series. 

Fig. 43. — Fold the Ground Form. Then fold as in Fig. 33, 
and the folds of No. 41 of this series complete the form. 

Fig. 43. — After the Ground Form is made, fold for Fig. 32 
first series, and complete as in the first form of this series. 

FIFTH SERIES, BASED ON GROUND FORM B. 






Fig. 44. Fig. 45. Fig. 46. 

Fig. 44. — Fold Ground Form B, then fold for Fig. 38, third 
series, and then without unfolding, fold Fig. 41 of fourth series. 
This gives four diamonds meeting at the center of the square. 

Fig. 45. — Fold the Ground Form and develop Fig. 29 of the 
first series. Then fold as in Fig. 44 of this series. 

Fig. 46. — This figure is developed from Ground Form B, 
folded as in Fig. 30 of the first series. Complete by folding 
Fig. 44 of this series. 

Any of the forms of the first series which have not been 
developed in the three figures of this series can easily be 
brought out by a little study of the first series. 



CHAPTER II. 



This chapter consists of sequences of plane geometric il 
forms and symmetrical figures formed by them. The geometri- 
cal forms require folding and the symmetrical figures made by 
them are simple arrangements of a number of the forms. In 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



developing the different sequences, the six standard colors are 
used in their spectrum order. Hence it appears that the new 
features introduced into this chapter are arrangement and color. 
A number of specimen dictation lessons are given under the 
first three sequences, to which special attention is directed. 
Similar dictations are applicable to all lessons, but it is thought 
better for a pupil to fold a Ground Form from memory after the 
idea has once been grasped, and then the forms should be 
developed with as few directions as possible. 

Sequences of plane geometrical forms and symmetrical fig- 
ures formed by them. 

SEQUENCE A, SQUARES. COLOR, RED. 

1. One single square 2-inch in size, .... Fig, 47 

2. A large square from four 2-inch squares, . . "48 

3. Inclose a 2-inch square, '"49 

4. Inclose a i-inch square, "50 

5. Squares repeated forming a border, . . . '51 

6. Squares repeated alternating position for a bor- 

der, "52 

SEQUENCE B, OBLONGS. COLOR, ORANGE. 

1. One single oblong 2-mch x i-inch in size, . . Fig. 53 

2. Form a large oblong, using four small oblongs, . " 54 

3. Inclose a 2-inch square, ....." 55 

4. Make a square of four oblongs enclosing a i-inch 

square, "56 

5. Oblongs touching at corners, the short sides en- 

closing a I-inch square, .....'" 57 

6. Oblongs touching at corners enclosing a i-inch x 

2-inch oblong, '"58 

7. Oblongs repeated forming a border, . . , "59 

SEQUENCE C, TRIANGLES. COLOR, ORANGE. 

1. One single triangle, Fig. 60 

2. Form a large right-angle triangle, using four 

small triangles, "61 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



19 



3. Inclose a right-angle triangle, using three tri- 

angles, .... 

4. Form a 2-inch square, 

5. Inclose a 2-inch square, 

6. Form an oblong, 

7. Ornamental form (a windmill), 

8. Triangles repeated for a border, 

(D) RHOMBOIDS. COLOR, YELLOW 

1. Comparison of square, oblong, triangle, rhomboid. 

2. Form a large rhomboid, using four small rhom- 

boids, ........ 

3. Inclose a 2-inch square, 

4. Inclose a rhomboid, 

5. Rhomboids repeated, forming a border. 



ig. 62 

• 64 

' 66 

' 67 



Fig. 70 

" 71 

" 72 

" 73 



(E) TRAPEZIUM. COLOR, GREEN. 

1. Comparison of square, oblong, triangle, rhom- 

boid, trapezium. 

2. Inclose a trapezium, 

3. Inclose a small square, 

4. Ornamental form, a star by having square corners 

at center, using four trapeziums, 

5. Ornamental form, sharp corners to center, using 

four trapeziums, 

6. Sharp corners to center, using eight trapeziums, 

(F) RHOMBUS. COLOR. BLUE. 

I. Comparison of square, oblong, triangle, rhom- 
boid, trapezium, rhombus, 

2 Form large rhombus, using four small rhombs, 

3. Inclose a rhombus, 

4. Sharp corners to center, using four rhombs, 

5. Sharp corners to center, using eight rhombs, 

6. Rhombs repeated for a border, 



Fig. 76 

" 77 

" 78 

" 79 

" 80 



• Fig. 


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84 


a 


85 


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86 


a 


87 



20 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



(G) IRREGULAR PENTAGON. COLOR, VIOLET. 

1 . Comparison of square, oblong, triangle, rhomboid, 

trapezium, rhombus, irregular pentagon, . 

2. Inclose a square, Fig. 90 

3. Sharp corners meeting in center, using four pen- 

tagons, "91 

4. Sharp corners meeting in center, using eight pen- 

tagons, ........'• 92 

5. Inclose a regular pentagon, "93 

6. Inclose a regular hexagon, "94 

7. Inclose a regular octagon, ....." 95 

(H) REGULAR HEXAGON. COLOR VIOLET. 

1 . Comparison of square, oblong, triangle, rhomboid, 

trapezium, rhombus, irregular pentagon, hexa- 
gon. 

2. Inclose a hexagon, using six hexagons, . . Fig. 98 

3. Inclose an octagon, using eight hexagons, . . "99 

Sequence A. — The unit for this first sequence consists of 
squares developed in the color red. Any size of square can be 
used, although a two-inch square is recommended as a convenient 
size to use in all the following work. 






Fig 47- 



Fig. 48. 

Fig. 47. — Fold for the window as in Fig. 2, a 4-inch square, 
and separate exactly on the folds. 



PAPER AND SCISSORS IN THE SCHOOLROOM 



21 



Fig. 48. — One large square is formed from four small ones. 
These should first be laid carefully, the edges just meeting. 
The arrangement may be made permanent by pasting neatly. 



Fig 49- 



Fig. 50. 



SPECIMEN DICTATION LESSON. 



Fig. 49. — In this figure we have a simple arrangement of 
four squares repeated to enclose a square of the same size as 
the units. 

Place a square on the desk (or paper) with two sides hori- 
zontal. Place another square with its upper right hand corner 
touching the lower left hand corner of the first square and its 
right edge vertical. Place a square in the same position, having 
its upper left hand corner touch the lower right hand corner of 
the first square. Place a fourth square with its upper corners 
touching the inner lower corners of the left and right hand 
squares. 

Fig. 50. — In this arrangement we have the units repeated to 
inclose a square one-half the size of a unit. 



22 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



Place a square with its sides vertical and horizontal. Place 
a second square with its upper right-hand corner in front of the 
middle of the front edge of the first square and edges touching. 
Place a third square at the right of the first with its upper left 
corner at the middle of the right side of the first and edges 
touching. Place a fourth square at the right of the second 
square with left edge touching this square and the upper edge 
the base of the third square. 




Fig. 51- 

Fig. 51.— This figure illustrates still further the principle of 
repetition, the units being repeated to form a border. 




Fig- 52- 

Fig. 52. — This border repeats the units and alternates their 
position, thereby illustrating another principle of design, namely, 
that of alternation. 

Sequence B. — Bi-section of the square. Use standard 
orange color. In studying the oblong, compare it with the 
square. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



23 



Fig. 53- 



f'ig- 54- 



I'ig- 53- — Fold a 2-inch square on one diameter. Each new 
form is obtained by an added fold to the preceding. The re- 
view by comparison as each is being folded accompanies the 
folding and development of the new form. 

Fig. 54.— Fold four oblongs and place them with their edges 
just touching, so as to form a large oblong. 



Fig- 55- 

Fig. 55. — /Arrange oblongs to enclose a 2-inch square. 



SPECIMEN DICTATION LESSON. 

Fig. 56. — Arrange four oblongs so as to inclose a square, 
each side of which is equal to the short side of the oblong. 
Place an oblong with its long sides horizontal. Place a second 
with one short side touching the front or lower side of the first 
and its left side in a line with the left side of the first. Place 
a third oblong with its long sides vertical, and touching the 
right side of the first oblong, the upper sides forming one hor- 



24 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



izontal edge. Place a fourth oblong at the right of the second, 
touching right edge of this and front edge of the third, and 
having its long sides horizontal. 



Fig. 5^- 



Fig. 57- 

Fig. 56. — Arrange four oblongs so as to inclose a square the 
size of the short side of the oblong. 

Fig. 57- — Arrange four oblongs, touching at the corners, so 
that the short sides will inclose a one-inch square. 



Fig. 58. 

Fig. 58. — Make four oblongs and arrange them so that their 
corners will touch and the sides inclose an oblong the same 
size of the oblongs used. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



25 



Fig- 59- 

Fig. 59. — Fold a number of oblongs and repeat thcni in ;i 
row to form a border. 

Sequence C. — Triangles form the basis of Sequence C 
Ri-section of square. Commence by comparing square, oblong 
and triangle. Use standard orange. 




Fig. 60. 




Fis. t 



Fig. 60.— Fold a diagonal of a square. This will form a 
right-angle triangle. 

Fig 61. — Fold four triangles. Arrange them as in the illus- 
tration, thereby forming a large triangle. 





Fig. f)2. 
SPECIMEN DICTATION LESSON. 



Fig. 63. 



Fig. 62.— Form a large right-angle triangle by arranging 
three small right-angles triangles which will inclose a right- 



26 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



angle triangle. Place a triangle with its long edge horizontal 
and at the back. Place a second in same position, the left 
corner touching the right corner of the first. Place a third in 
same position, the back corners touching front corners of the 
other two. 

Fig. 63. — Form a solid square by an arrangement of four 
small triangles, the right angles meeting in the center. 





Fig. 65. 



Fig. 64. 

Fig. 64.— Fold four right-angled triangles from two-inch 
squares and arrange them so as to inclose a square. 

Fig. 65. — Arrange four right-angled triangles to form an 
oblong. 





Fig 66. 

Fig. 66. —Place four right-angled triangles like illustration, 
forming a windmill. 



PAPER AND SCISSORS I\ THE SCHOOLROOM. 



27 




Fig. 67. 

Fig, 67.— Triangles repeated as in the illustration to form a 
border. 

Sequence D is developed from rhomboids folded from 
Standard yellow paper. Compare the rhomboids with the 
three forms previousl)' studied. 



Fig. 69. 



Fig. 68. 



Fig. 68. — Fold a square on a diagonal, then fold opposite 
edges from the opposite ends of the diagonals everily with the 
diagonal as indicated by the dotted lines. 



Fig. 70. 



Fig. 70. — Fold four rhomboids and place them in position to 
form a large rhomboid. 



28 



PAPER AND SCISSORS IN THE SCHOOLROOM. 




Fig 71. 

Fig. 71. — Arrange four rhomboids to enclose a square the 
size of a long: side of the rhomboids. 




Fir. 7-. 

Fig. 72. — Arrange small rhomboids to enclose a rhomboid 
the same size as those used. 



Fig- 73- 

Fig. TZ- — -Repeat four rhomboids in a line like the illustra- 
tion to form a border. 

Sequence E consists of trapeziums made from standard 
green paper. Commence the study of the trapezium by com- 
paring it with all the forms previously studied. 



PAPER AND SCISSORS IN THK SCIK )i )I,K()()M. 



2i) 





Fig. 74- 



f»g- ?:• 



Fig. 74. — Fold one diagonal of a square and from one end of 
the diagonal fold the adjacent edges of the square evenly with 
the diagonal. The dotted lines indicate the creases. 





Fig. 76. 



Fig- 77- 



Fig. 76. — Fold four trapeziums and arrange them to enclose 
a trapezium of the same size. 

Fig, 77. — Fold four trapeziums and place them in position so 
that the short sides shall form a square. 



30 



PAPER AND SCISSORS IN THE SCHOOLROOM. 




Fig. 78. 

Fig. 78. — A star may be formed by folding four trapeziums 
and arranging them with the right angles meeting at the center. 




Fig 79. 



Fig. 79. — Arrange four trapeziums with the acute angles 
meeting at the center. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



3' 




Fig. So. 

¥\^. 80.— Another ornamental form is made of eight trape- 
ziums arranged with their pointed ends to the center, forming a 
solid figure. 

Sequence F. — is developed by the use of the rhombus 
worked out in standard blue color. Compare the rhombus with 
those forms previously studied. 





Fig. 82. 



Fig. 81. 



Fig. 81. — Fold a square trapezium as in Fig. 75. Then fold 
from the opposite end of the diagonal the other sides of the 
square evenly with the diagonal, as indicated by the dented 
lines. 



32 



PAPER AND SCISSORS IN THE SCHOOLROOM. 




Fig. 83. 

Fig. 83. — Form a large rhombus by using four small ones. 




Fig. 84. 



Fig. 84. — Use four small rhombs and arrange them so as to 
enclose a rhombus, the same size of the rhombs used by having 
the rhombs touching at corners. 




Fig. 85. 
the center. 



Fig. 85. 

-Arrange four rhombs with the four acute angles at 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



33 




Fig. 86. 

Fig. 86. — arrange eight rhombs with an acute angle of each 
at the center. 




Fig. 87. 

Fig. 87. — Repeat rhombs in a row with the acute angles 
touching to form a border. 

Sequence G is made up of irregular pentagons folded from 
standard violet paper. Compare this form with all the other 
forms that have been taken up. 





Fig. 88. Fig. 89. 

Fig. 88. — Fold the rhombus and complete by folding to just 
beyond the center of the diagonal one of the acute angles, and 
the resulting form is an irregular pentagon. 



34 



PAPER AND SCISSORS IN THE SCHOOLROOM. 




Fig. 90. 

Fig. 90.— Fold and arrange four irregular pentagons around 
a hollow square. 




Fig. 91. 



Fig. 91. — Make and use four irregular pentagons, having the 
acute corners meet in the center. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



35 




Fig. 92. 



Fig. 92. — Fold eight irregular pentagons and arrange them 
with the acute angles meeting in the center. 




Fig 93. 



Fig. 93. — Make and use five irregular pentagons enclosing a 
regular pentagon. 



36 



PAPER AND SCISSORS IN THE SCHOOLROOM. 




Fig. 94. 

Fig. 94. — Fold six irregular pentagons and arrange them so 
as to enclose a hexigon. 




Fig- 95- 

Fig. 95. — Carefully make eight irregular pentagons and use 
them to enclose a regular octagon. 

Sequence H consists of regular hexagons folded from 
standard violet paper. Compare this form with those pre- 
viously studied. 



PAPER AND SCISSORS IV THE SCHOOLROOM. 



il 



^ -1 ^ 
1 




t^ — 


/ 
^.-•7' 




Fig. 96. 



Fig. 96. — Fold the pentagon on one and fold back the other 
acute angles to just beyond the center, thus forming a hexagon. 




Fig. 98. 



Fig. 9<S — Make six hexagons and arrange them to enclose a 
hexagqn. 




Fig. 99. 

Fig, QQ. — Eold eight hexagons and arrange them to enclose 
an octagon. 



38 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



CHAPTER III. 

The first two chapters required folding only, this chapter adds 
cutting. I'his work requires very careful folding, as one cut is 
sufficient to make the figure. At first it may be convenient 
after folding to sketch the line on which to cut. In this work 
prepared squares may be used, or those made of any required 
size by folding a square from an oblong sheet of paper. 

6 




Fig. loo. — To fold a square. Take an oblong. Bring the 
lower right corner "d" of the oblong up to the upper edge and 
place the right edge of the oblong evenly along its whole length 
with this upper edge. Crease the oblique fold and cut ofi^ the 
portion of the oblong extending beyond the edge "de." This 
produces a square with one of its diagonals folded. 





a 


i 






Fig. loi. Fig. I02. 

When a square without a fold is required use two oblongs of 



PAPER AND SCISSORS IN THE SCHOOLROOM, 



39 



equal width. Place one across the other so tliat one corner and 
two edges of each shall coinside ; the short edges of one touch- 
ing the long edges of the other. Cut off the portions of each 
extending beyond the other which are marked a and 1) in the 
illustration. 

A right-angled triang'le is simply made by folding and cutting 
a square on one diagonal. Fig. 102 without the dotted line illus- 
trates a right-angled triangle. 

Fig. 102. — An obtuse-angle triangle is obtained from the 
right-angled triangle. Fold from either acute angle of the right- 
angle triangle, laying a short edge evenly with the long edge of 
the triangle and cut on the fold. 




Fig. 103. 





Fig. 104 



Fig. 105. 



Fig. 103. — An acute-angle triangle may be made from the 
right-angle triangle. Place the two short sides evenly to- 
gether, crease and open. Fold the two short sides down entire 
length along this fold and cut off the triangles folded down. 

Fig. 104 and 105. — A wall pocket can be made from Fig. 103 
by making the same folds, but not cutting, off the side triangles. 
Unfold them half-way, pass one by the other, fasten them 
together and hang by a bow or ribbon at the point " a ". When 
made of cardboard or celluloid they make an ornamental and 
useful case for pencils, lighters or any light articles. 



40 



PAPER AND SCISSORS IN THE SCHOOLROOM. 




Fig. io6. 

Fig. 1 06. — A dart or spear head. Fold a square on one 
diagonal and open. From the upper left corner fold the left 
edge of the square evenly along the diagonal. Fold lower 
edge of square along the same diagonal. Cut on last-made 
creases. The same can be obtained by leaving the diagonal 
folded, then folding one edge only and cut through the two thick- 
nesses of paper at once. 





Fig. 107. 



Fig. 108. 



Fig. 107. — An isosceles triangle. Fold a square on one 
diameter. Fold the diagonal of the oblong thus obtained and 
cut on the last fold. 



I'AI'KR AND SCISSORS I X ri[i: SCHOOLROOM. 



4' 



or 



Fit^. 108. — An arrow head. I'olcl a se[uare 011 :i tlianictcr 
an oblong on its long diameter. Cut the isosceles triangle. 
Divide the fold through the center of the triangle into fourths 
and cut from the lower corners of the triangle to th(,' ]K)int one- 
fourth the height from the base. 





Fisr. no. 



Fig. 109. — An equilateral triangle. Fold the diameter of a 
square or the long diameter of an oblong. This fold connects 
top and bottom of the square and is vertical. Open the paper. 
From '"a"' the lower left corner bring the lower edge up until 
the lower corner "b " touches the diameter, near the upper edge 
of the square. This measures the length of the base in an ob- 
lique line from " a "' to the diameter. Mark this point and open. 
Fold or cut from this point to the corners "a" and "b ". 

Fig. 1 10.— To find the center of the triangle fold angle " b " 
to " c " and crease. Then fold angle " c " to "a" and crease, as 
shown by dotted lines in Fig. 1 10. 



42 



PAPER AND SCISSORS IN THE SCHOOLROOM. 





'Ig. 112. 



Fig. II 



Flower forms and other ornamental forms may be easily 
made from modifications of the triangle. 

Fig, 1 1 1 . — Fold the two lower corners together and crease. 
This gives a right-angle triangle. Place it on the desk with the 
shortest side at base and the right angle at the right, the longest 
side towards the left. Fold the upper corner " c " to the lower 
"a" and crease. Fold the corner *'b " back to the new point 
"d " as shown by the dotted lines, and the figure is like the tri- 
angle ''a d e ". Draw and cut in a full curve from the middle 
of edge " a d ". 





Fig. 113. 



Fig. 114. 



Fig. 1 13, — This figure shows another form that can be made 
by a slight variation. The triangle is folded the same as for 
Fig. 1 1 2, 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



43 



Fig. 114. — In this figure the isosceles triangle is used and tiie 
two half circles are cut at once, but the base requires another 
cut. A variety of figures can be easily cut and used in designs 
for borders or surface covering, both from the triangle and the 
work which follows immediately after this. The figure can be 
first cut from the folding paper and used as a pattern. Trace 
around the pattern on the back of the colored paper and cut 
out, thus avoiding folds in the units to be used in the design. 





Kig. 116. 



Fie 



Fig. 115. — The four-pointed star: Fold a square on its 
diameters, open and fold one diagonal. Open. Fold on both 
diameters and leave folded and fold on the crease made for the 
diagonal. V\e now have a right-angle triangle. (In folding on 
the diagonal for the triangle in all these figures it is bitter to 
foid one side front and back, that there may not be so many thick- 
nesses folded.) Place the triangle on the desk with the long side 
towards the right and the right angle " a " for the upper left cor- 
ner as show^i in Fig. 116. Bisect the short side of the triangle 
''ab" at the left. This consists of folded edges. Cut froai the 
middle of this side to the upper right corner of the triange '• c ". 
Unfold and the star is complete. 



44 



PAPER AND SCISSORS IN THE SCHOOLROOM. 




i 
i 
i 



Fig 117. Fig. i.S. 

¥ig. 117. — The Maltese cross: Fold as for the four-pointed 
star. Place the triangle in same position. Trisect the long 
side of the triangle marked in Fig. 116. Quadrisect the upper 
edge ^'ac" and bisect the half at the right. Cut from that 
point of bisection nearest the corner " c ' ' to the lower point of 
trisection of the long side, nearest "b " and unfold. 

Fig. 118. — The Greek Cross: Trisect each side of the 
square and fold to make nine small squares. Cut out each 
corner-square. If it be desirable to retain the square to show 
the method, cut only one side of each corner-square and fold 
the square back. When unfolded the cross is completed. 



/ 




2 








3 




4- 


S 




6 



Fig. 119. 

Fig. 119. — The Latin cross: Fold a square into sixteen 
small squares and cut off the right-hand row. This leaves an 



PAI'ER AND SCISSORS IN THE SCHOOI.ROOM. 



\S 



oblong three squares wide and four squares lon<;. Cut out the 
upper corner squares. Cut out the lower corner-squares and 
the one directly above each. This cuts out the squares marked 
I, 2, 3, 4, 5 and 6, and completes the square. As in the (}reek 
cross, if desired cut only one side of squares [ and 2, and the 
top of squares 3 and 4 and fold them back. This is the better 
way if the paper cross is used as the subject of a drawing lesson. 

Figs. 120 to 135 are flower forms and other ornamental 
tigures cut from the square fold as for the four-pointed star. 




Fig. 120. 




Fk 



Fig. 120. — This figure illustrates the conventional form of a 
lilac blossom. Fold the same as for the star and then cut a full 
curved line as shown in Fig. 121 from "c", Fig. 1 16, to the point 
of bisection on the line "ab"'. Tht;n cut a short curved line, 
curving toward the center and a short distance from it to form 
the square, with curved sides for the center. 



46 



PAPER AND SCISSORS IN THE SCHOOLROOM. 





Fig. J 23. 



Yk 



Fig. 1 22. — This illustrates the clematis and can also be 
made for the syringa. Fold for the star and cut the curve 
shown in Fig. 123, cutting from the corner c shown in Fig. 116, 
making the curve slightly compound near the corner and having 
a circle for the center. The purple clematis is very irregular, 
sometimes having five, six, and even seven petals. 





Fig. 125. 



Fig. 124. 



Fig. 124. — The dogwood is based upon the division of the 
Maltese cross, Fig. 117. Fold for the same and then draw or 
cut the curve which is illustrated in Fig. 125. This begins near 
the top of the short folded edge of the triangle. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



47 





Fig. 127. 



Fig. 126. 



Fig. 126. — This figure illustrates an ornamental form based 
upon the same folding as the four-pointed star. Draw or cut 
the curve shown in Fig. 127, taking care that the triangle is held 
in the same position as shown in Fig. 1 16. 




Fig. 128. 



Fig. 128. — This form is another modification of the same 
base-form as the above, being folded from the pointed star. 
Then cut a full curve similar to the one in Fig. 122, except 
that the corner is rounded out. 



48 



PAPER AND SCISSORS IN THE SCHOOLROOjM. 





Fig. 129. 

Fig. 129. — Fold as for the four-pointed star and cut the curve 
shown in Fig". 130. 





y^s 132. 



Fig i^T. 



Fig. 131.— This figure is another of the ornamental designs 
made from -the foldings of the pointed star. Draw or cut the 
curve as shown in Fig. 132 and unfold. 



PAPCR AND SCISSORS IN IHE SCHOOLROOM. 



49 





Fig. 134. 



Fig. 133. 



Fig. 133. — Fold as for the four-pointed star and cut the 
curves illustrated in Fig. 134. 





Fig. 135- 



Fig. 136. 



Fig. 135. — The quarterfoil is folded as for the star. Consider 
the base of the semicircle to be the long folded edge of the 
triangle, bisect this fold for the center of the circle and cut a 
semicircle which shall touch the middle of the two short sides 
of the triangle, stopping the curve at the middle of the short 
folded edge. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 





Fig. 138. 



^n- 



Fig. 136. — To make the trefoil, fold a square on one diameter, 
forming an oblong, quadrisect the fold by marking and fold 
down only the upper quarter and unfold the last fold, leaving the 
square folded on the diameter. Keep this fold on the right 
hand. Bring the lower half of the diameter up to touch the fold 
last made, one quarter from the top. The end of the lower half 
diameter must touch the fold near the left edge of the oblong 
and form a straight line from the middle of the diamater " d ", 
as in Fig. 137. Fold the upper portion of the oblong back 
evenly with the fold " c d " and cut a curve that is part of a 
semicircle that might be cut from this piece should it be con- 
tinued beyond the fold near the center. (See Fig. 138.) 




139. 



Fig. 139. — A flower form m;iy be easily cut from the trefoil. 
Fold as for the trefoil and then cut a compound curve as in the 
clematis Fig. 122. 



PAPIER AND SCISSORS IN THK SCHOOLROOM. 



5' 




Fig. 140. 




fig. 141, 



Fig. 140. — To make a pentagon : Fold a square on tlie ver- 
tical diameter. Keep this diameter at the right hand and 
vertical. Trisect the lower edge of the oblong thus made. 
Bring the upper end of the diameter to the point of trisection 
"c", nearest the left corner of the oblong and cresse the fold. 
Cut from this point of trisection through the four thicknesses of 
paper to the highest left-hand corner, or the left end of the 
upper folded edge marked " d "'. 





^"'g M3- 



Fig. 142. — To make the five-pointed star fold and cut for 
the pentagon and fold back the right-angle triangle " c b e " at the 
right even with the edge " c e ". Fold the edge "de" even 
with " c e " also. Hold the paper with the short folded edge 
'•be" towards you. Bisect it and cut from the corners *' c " to 
this point or bisection. 



52 



PAPER AND SCISSORS IN THE SCHOOLROOM. 





Fig 144. 



Fig. MS- 



Fig. 144. — Fold and cut for the five-pointed star. Draw or 
cut the curves shown in Fig. 130. 

Fig. 145. — The cherry (blossom) is made from the same folds 
and the curves are modified to the designs shown in the illus- 
tration. 




Fig. 146. 




Fig. 147. 



Fig, 146. — This illustrates a wild-rose design which may be 
made by following the above directions, and cutting to the curve 
shown in Fig. 125. 

Fig, 147,— The phlox design is cut from the five-pointed Gtar 
in the same way as either of the above designs and cutting the 
curve shown in Fig. 123, The same folds are used for any five- 
parted flower or design, varying the cut to secure the desired 
form. 



PAPER AND SCISSORS IN THK SCHO()LK(;(>M 



53 





Fig. 14S. 



Fig. 



g- M9- 



Fii;^. 148. — The oxalis design is folded like the five-pointed 
star. Then cut the curve shown in the illustration. 

Fig. 149. — The cinquefoil is also based upon the folds for 
the star and then cut the semicircle as for the trefoil or quntri- 
foil. 






Fig. 15'- 



Fig. 150. 



Fig. 150. — A hexagon ma}' be folded from an equilateral 
triangle by folding each corner to the center. A liexagon may 
also be developed from a square. Fold as for the trefoil, Figs. 
137 and 138. Then fold from the upper It'ft end of the folded 
edge on the back makcd '• c "' in Fig. 151 to the lower left end 
of the folded edge in front marked ''b ". Cut on this fold from 
" c " to " b ", completing the hexagon. 



54 PAPER AND SCISSORS IN THE SCHOOLROOM. 




I- 152. 



Fig. 152. — Fold and cut the hexagon, then cut the curve 
shown in Fig. 122. Using the hexagon as a base, the same 
variety of forms may be developed as were made from the four- 
pointed star or pentagon. The directions and illustrations for 
either the star or pentagon may be followed when the hexagon 
is used. 




Fig. 153- 

Fig. 153. — To make a heptagon fold a square on a vertical 
diameter. Bisect the fold and divide the upper half of the fold 
into fourths. Crease the fourth next the middle of the diameter, 
as in Fig. 154. This crease should be three-eighths of the whole 
length of the diameter from the top. Folding at the center " d ", 
bring the lower end of the diameter up until it will touch a point 
on the folds made, and near the left end of it. This point 



PAPER AND SCISSORS IN IJiK SCH()( )I.K( )()M , 



55 



is marked "c" and also makes a straij^ht oblique line from 
the center of the square or middle of the folded diameter 
marked " d ". 





Fig. 154 

Fig. 154. — Fold back the upper part of the oblong evenly 
along the folded edge '* c d ", It is very evident the fold " c d " 
is shorter than '• d e ", hence measure the length of " c d " on 
"de" from '• d " and cut from that point to "c"' and also 
horizontally across to the "b d " which has been folded down. 
These cuts will be the sides of the heptagon. 





Fig. «57 



Fig. 156. 

Fig. 156.— To fold the even-pointed star make liie folds 
illustrated in Figs. 154 and i 55, then fold back the right-angle 



56 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



triang-Je at the right marked "b d e ". This should be one-half 
the width of the three portions folded together. Fold the edge 
" c d " evenly with the edge " d e". Turn the paper with the 
right angle that was folded back towards you and bisect the fold 
"b d ". Cut from "c" to this point of bisection — as is done in 
the five-pointed star. Care must be taken when folding through 
so many thicknesses of paper to hold it securely — in order that 
the^ cuts may be even. Unfold the completed star. 

Fig. 157. — The seven parted flower form can be made from 
this star as a base, using- the illustrations of the five-pointed star. 
Nature, however, gives us very few flowers of that kind. The 
Clematis and Anemone are sometimes found with seven petals, 
and sometimes with more. 




Fig. 150. 



Fig. 158. 

Fig. 159. — There are two methods of developing the octa- 
gon, t First method : Place one square obliquely across another 
of equal size having the eight projecting corners equal. 

Fig. 1 58. — Fold down the cornt^rs of one square along the 
edge of the other square. Cut on the folds, thus completing 
an octagon. 



1 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



57 





Kig. i6i. 



Fig. 1 60. 



Fig. 160. — Second method: Fold a square on its diameters 
and diagonals as for the four-pointed star. From the center of 
the square " c ", which is one of the acute angles of the right 
angle triangle, measure off the length of one of the short-folded 
edges "a b" or "a c ", F'lg. 161, upon the long-tolded tdgt of 
the triangle. Care must be taken to measure from the angle 
formed by folds meeting and not where the edge is the long fold 
and the other the loose edges of the square. Cut from this 
point " e " to the end of the short edges " b ". 





Fig. 162. 



Fig. i6<. 



Fig. 162. — Fold for the octagon, usmg the second method, 
and follow the directions for cutting the previous stars. 

Fig. 163. — Cut the eight-pointed star and cut the cur\c ot 
the previous tlower forms. 



5^ 



PAPER AND SCISSORS IN THE SCHOOLROOM. 






Fig. 164. 



Fig. 165. 



Fig. 166. 



Figs. 164, 165, and 166. — To cut a bi-symmytric unit fold tiie 
long diameter of an oblong or of a square, if the unit need to be 
very broad. Keeping the diameter for the middle of the unit, 
sketch one half of the desired form, or cut without sketching, if 
skill has been gained sufficient for that method. The whole 
unit is cut at the same time and both sides are alike. 





Fis 168. 



Fig. 167. 



Fig. 167. — To make a design in an oblong, fold an oblong 
on its diameters and one diagonal, opening after each fold. 
Fold the long diameter, next the short diameter, and we have a 
small oblong showing one diagonal. This diagonal divides the 
space, indicating the part to be filled by each unit. Sketch the 
half of one unit on the long diameter and of the other unit on 
the short diameter, as in Fig. 168. Cut out and the design is 
obtained. 



PAPER AND SCISSORS IN THE SCHOOLROOM 



59 





Fig. 169. 



Fig. 170. 





Fig. 171. 



Fig. 172. 





Fig. 173. Fig. 174. 

Figs. 169, 171 and 173. — Borders may be cut very easily, but 
it is better not to cut more than three or four units of the border 
at once, as too many thicknesses prevent uniform size when cut. 
Determine the size of the unit and take a strip of paper four 
times as long and as much wider as the width of the bands at 
top and bottom will require. 

Fold the paper in quarters, for this gives four units, and 
then fold the quarters again in halves. This last fold is to be 
the center of the unit. Sketch one-half the unit as illustrated in 
either Figs. 170, 172 or 174, and cut on the lines drawn. 



1 

_l_ 


I 

i 

1 

i 


1 
i 
1 

+ 
1 


- 


- 


T 

1 

-♦• 
1 


■T 
1 


1 1 
i i 


1 

i 


1 




1 


1 


1 
J 



e - - 



r 



Fig. 175. Fig. 176. 

A border which is sometimes called a ladder. These borders 
are often used in tiled or inlaid floors. A long border cannot 



6o 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



easily cut because of the many thicknesses of piper to cut 
through, which will cause unevenness in size and outline, if 
attempted by children. Three or four units may be cut at one 
time and tracings made from that length. 




177- 



Fig. 178. 



Fig. 175. — Take an oblong piece of paper as wide as the 
required border and three or four times as long as the width of 
one of the units, which in this case is to be an irregular hexa- 
gon. Fold the oblong on the dotted line, as in Fig. 1 76. This 
gives twice as many oblongs as there are to be units, as in Fig. 
179. Cut off a right-angle triangle from the upper corner, as 
shown by the oblique line in Fig. 178. Care must be taken 
that the cut is at the top, which will show the edges of the paper, 
not the folded edge, or the original diameter. When opened 
Fig. 17s is obtained. 



Fis. 



Fig. .79. 

Fig. 179. — Make all folds as for Fig. 175 and cut the lines as 
shown in Fig. 180. 




Fig. 181. 




Fig. 182. 



Fig. 182. — Fold an oblong on both diameters and cut diagon- 



i 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



6 1 



ally across from the end of one to the other, as in I''ij^. iSi, thus 
forming a rhombus. 





Fig. 183. 



Fi-. 184 



Fig, 183. — Fold the two obtuse corners of the rhombus to- 
gether and then the two acute corners obtaining a right-angle 
triangle. Place the sharpest corner on the right-angle and 
crease the fold. This fold bisects the second longest side. 
Open this fold on the longest side, cut out a corner straight 
horizontally towards the sharp corner and curved outward and 
upward towards the other acute corner, as shown in Fig. 184. 
Open. Fold down the sides at the cut, then fold up the lower 
pait and we have the envelope. 





lisi. 186. 



Fig. 185. 



Fig. 185. — To make a square envelope fold a square on both 
diagonals and keep them folded. Bisect the side of the triangle 



62 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



formed by the four edges of the square. From one acute cor- 
ner cut on a line parallel with the edges of the square half-way 
across and one-quarter inch below the edge. Curve the cutting 
out gently to the edge of the triangle, as in Fig. i86. Fold 
sides first and then the bottom and top laps. 




d 



Fig. 188. 



Fig. iS 



Fig. 187. — To make a hand bag, fold as for the square enve- 
lope and fold the triange again in halves. Open this last fold 
and cut as for the square envelope, stopping when the last-made 
fold is reached. This will be half-way across the long side of the 
triangle as shown by dotted line, Fig. 188. Open and fold down 
towards the center the inner triangles "h" and "g". Fig. 189, 
made by the cut. Turn the paper and fold the uncut corners 
'' d" and " c". Fig. 189, to the center. These folds make the 
sides of the bag. Fold these in the middle, or on what was the 
diagonal of the square. The side can be joined by sewing, 
lacing or by gumming. The corners folded outside can also be 
fastened with a bow of ribbon or fancy button. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



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Fig. 190. 




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C93. 



Fig. 192. Fig. 

Fig. 190. — To make a basket, fold a square on diameters and 
diagonals, as in the folding for the five-pointed star, and cut the 
star. Fold back each point of the star at its base as shown in 
Fig. 192 by the dotted lines "ab", "ad", "be", "cd". Bend or fold 
back less than one-half of the points, on upper dotted lines. 
Join the edges between the folds in the points by lacing. If the 
sides are to be gummed follow the cuttings in Fig. 191 as fol- 
lows : Fold the diameters and diagonals of the square, leaving 
the form in a right-angle triangle. Draw the line for the star 
from the corner to the point of bisection in one short side, i. e., 
the side consisting of one double-folded edge. Draw another 
line parallel to this line and one-quarter inch outside of it, nearly 
two thirds of its length from the folded edge. Connect the two 
lines. Cut as shown by oblique line in Fig. 191. Open one 
half of the paper and cut off the added laps on each side of two 
opposite points of the star. (See Fig. 193.) Or open the star and 
cut off a lap on one side of each point, leaving a lap on the 
adjacent side of the next point. Fasten the sides by gumming 
the laps over on the next points, after folding the points on the 
dotted lines as before. 



64 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



These baskets can be made of cardboard or celluloid. If of 
celluloid they are prettier to curve the end of the points outward 
by holding the point wrapped around a warm iron rod, as a 
hot water pipe. They will then permanently retain that curved 
shape, and make pretty and useful baskets for the bureau or 
sewing table. 







Fig. 195 



Fig. 196. 



Fig 194. 

Fig. 195. — To make a basket from the Maltese cross fold a 
square for a Maltese cross, as in Fig. 187, and cut the cross. 
Fold back each arm of the cross, leaving a square for the bottom 
of the basket, as in Fig. 194. The sides can be gummed or 
laced, as given in directions for Fig. 190. 




Fig. 197. 






Fig. 198. 



Fig. 197. — An oblong basket can be made from an oblong 
by varying the depths of cutting at the corners, as shown in Fig. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



^35 



198. In all of this work when made of stronger material than 
paper, such as card board, celluloid, etc., the pattern should 
first be cut from paper and then carefully measured and drawn 
on the stronger material, and each side cut out separately. By 
using transparent celluloid or ivorine, painting a border of 
violets, daisies, buttercups, or wild roses, and cutting out the 
outer edge or row of petals, joining the sides at the corners with 
narrow ribbon the color of the flowers, and putting a soft pad of 
silk in the bottom very pretty Christmas gifts of jewel boxes can 
be made. The size of the base and heights of the side of the 
basket can be changed by cutting the arms of the cross differ- 
ently. For instance, bisect the long folds of the triangle in- 
stead of trisecting as given in the directions for the cross. See 
Fig. 196. 

If the basket be made from the oblong the short sides will 
be deeper than the long sides. These can be cut off to be equal 
in depth or left as they are. The same plan as the one based on 
the four-pointed star can be used with the live or six-pointed 
star and with equal ease. 




Fig. 199. 



Fig. 200. 



Figs. 199 and 200. — Cardcases based upon the pentagon or 
hexagon. These are easily made as follows : Cut six pentagons 



66 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



of equal size. Arrange five around the extra one, as in Fig. 
199, and trace around them for the pattern. Bend carefully 
where each joins the center one. Or cut each from cardboard, 
cover with any material desired, as silk, velvet or plush, and 
join by sewing or with ribbon. Using large pentagons con- 
venient workbaskets can be made. If the hexagonal form is 
wished, cut seven hexagons of equal size and proceed as for the 
pentagon, using one hexagon for the bottom of the basket, as 
in Fig. 200. One half of each outer form can be curved in 
either. 




Fig. 202. 



Fig. 201. — To fold the Cube. Use the second method given 
for folding a square from an oblong, but do not cut off the 
square, simply fold it. Add a lap nearly X-inch wide, as in Fig. 
202, to the square, and cut off the remainder of the oblong. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



(^1 



■ ■ ■ - . - 1 

i I 

i i 

i_. i 



Fig. 203. 



Keep the lap folded back and do not consider it in the direc- 
tions treating the square as if without it. Place the square with 
the lap folded under, calling the fold edge the base of the 
square. 

Dictation : Fold top edge of square to bottom of lower edge. 
Crease and open. Fold top and lower edges to the center, 
crease and open. The square now shows four oblongs. Fold 
the left edge over to the right edge, crease and open. Fold left 
and right edges to this center crease, and crease and open. The 
square is now folded into sixteen small squares, as in Fig. 202. 
Cut off the right-hand row of squares. This leaves an oblong 
three squares wide and four long. The lower row of three 
squares must have the extra >2-inch lap on the lower edge. See 
Fig 203. Cut on the right and left of the middle upper square. 
Cut on the top fold or edge of the lower right-hand square. Cut 
on the top fold or edge of the lower left-hand square. Cut the 
lap or lower edges of the same lower squares. Cut the right 



68 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



and left-hand edges of the middle square in the third row from 
the top. See Fig. 203. Nothing has been cut off except the 
first row of four squares at the right, if the work has been cor- 
rectly done. If the cube is not to be saved it can now be held 
together in perfect form without gumming or pinning as fol- 
lows : Fig. 204 is as it appears after this dictated folding. Fold 
ni the upper corner squares. Fold in the third squares on the 
right and left sides. Fold m the lower corner squares. Fold in 
the ends of the lap on the lower middle square and at bottom. 



i 
i 
i 




Fig. 205. 



Fig. 204. 

Now fold up the side, top and bottom squares, carefully slipping 
the side squares attached to the lower square inside of those 
attached to the top of the inside square. Slip the upper edge 
of the middle top square into the little case formed by the three 
folded laps on the lower square. See Fig. 205. 

If the cube is desired for temporary use only this method of 
fastening is sufficient. If for permanent use the outside squares 
will need to be gummed at the edges, and in that case have, all 
laps folded inside, showing the six faces only of the cube. 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



69 




Fiij. 206. 



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Fig. 207. 



Fig. 206. — To fold a cubical box. Make all the folds shown 
in Figs. 202 and 203, and instead of leaving the whole squares 
for laps, leave only ><-inch of each. See Fig. 207. Join the 
laps on three sides of the middle bottom square, at the lower 
two corners by lapping and gumming. This is to be the cover 
of the box. Fasten by gumming the side squares to front and 
back squares by the laps, leaving what is now the cover loose, 
except where it joins the back of the box. 



70 



PAPER AND SCISSORS IN THE SCHOOLROOM. 




i 



Fig. 208. 



I i 

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j 

i i 

! i 

' I 



Fig. 20Q. 

Fig. 208. — To fold the square prism from a square. Make 
the square from the oblong, retaining the added lap as for the 
cube, By a Itttle care the vertical fold in the center, as seen in 
Fig. 202, for the cube can be omitted and the right and left sides 
folded down by quadrisecting sides, as in Fig. 209. Do not cut 
off any squares as for the cube, but cut as follows : Cut between 
the upper oblong and the square at its left and at its right. Cut 
between the lower corner squares and the laps on their lower 
edge. Cut between the top of the lower corner squares and the 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



7' 



square in third row from top. Cut between the third oblong 
from the top and the square at its left and the square at its 
right. See Fig. 207. The dotted lines represent folds, the full 
lines represent cut edges. Fold up the square prism in same 
manner as for the cube. 




Fig. 21 . 

Fig. 210. — A bcx may be made which is based on the square 
prism ; proceed as n the dictation for the cubical box leaving 
one-half inch laps for joining in place of full squares. 



\^ 1 
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i 







Fig. 211. 



Fig. 212. — To fold a box in form of a square plinth from a 
square, which requires no gumming. 

Fold a square in 64 small squares. Fold on the center folds 
making 4 squares each containing 16 squares. Begin at the 



7? 



PAPER AND SCISSORS IN THE SCHOOLROOM. 




upper end of this fold, which is the vertical diameter of the large 
square and now forms the right side of the square 1-4 the origi- 
nal size. Cut obliquely across the upper right-hand square to 
its lower left-hand corner and cut off the remaining three squares 
in this row. Cut out the three squares at the left in the second 
and two in the third rows and from the upper right corner to the 
lower left corner of the first left-hand square in the fourth row. 
Fig. 211 shows this cut. Cut on the fold between the first 
square in third row and the one below it. Open and we have 
Fig. 212. 

The four triangles are to form the covers and join the box 
together. Cut in one fourth of the base in the one at top and 
one side. 

Cut the base on its two middle fourths, thus making a slit to 
to receive the " tongue" on the opposite side. The bottom of 



I 



PAPER AND SCISSORS IN THE SCHOOLROOM. 



13 



the box consists of the four center squares. The sides are one 
square high. Fold up the box and join by the tongues passing 
through the slit. 




Fig 213. 




Fig. 214. 



Fig. 213. — To make the square pyramid, fold the square on 
its diagonals and then on the diameters without opening. Draw 
a line for the cutting of the four-pointed star. Draw outside of 
this another line 1-4 inch from it, and cut on this last line, as 




Fig. 216. 

in Fig. 214. Open the paper until it is folded on only one diag- 
onal, as in Fig. 215. Cut off the lap on the two open points that 
are folded together, open the star, which appears as in Fig. 216. 
Fold each point down on the dotted lines at the base of the 
point. This leaves the square base of the pyramid. Join the 
four sides by gumming the laps of the adjacent side. Gum all 
laps inside the pyramid. 



74 



PAPER AND SCISSORS IN THE SCHOOLROOM. 




Fig. 217. 



I 7[ 

f \ 
.1 J 




/ \- ' 



Fig. 218. 



Fig. 217. — To make a triangular box, fold a square from an 
obiong and add the lap, as in the folding for the cube. Be sure 
thit the added lap is on the lower edge of the square and the 
lower arm of the cross or lower square now has the lap at its 
base. Keep the lap folded back and fold the resulting square 
into nine small squares, as in the Greek cross, and the hori- 
zontal diameter. Cut out the upper and lower left-hand squares. 
See Fig. 218. "Be careful that the upper and lower right- 



PAPER AND SCISSORS IN THE SCHOOLROOM. 75 

hand squares have not been disturbed or cut off. Cut the lower 
edge of the right corner square, thus separating it from the right 
arm of the cross. Leave one-half inch attached to the upper 
middle square or arm of the cross, and cut off the remainder of 
the corner square. Cut the upper edge of the lower right cor- 
ner cquare and leave one-half inch attached to the lower square 
or arm. 

Now to fold the equilateral triangle for the top and bottom. 
The diameter folded nov/ passes through the three squares 
from right to left. Fold the vertical diameter of the required 
triangle. Folding from the center square, fold once as for the 
equilateral triangle and turn this back again. Proceed in the 
same way, using the lower edge of the square for the base 
of the triangle. The two folds will cross the horizontal diameter 
near the outer edge, and where they cross is the apex of the 
triangle. Proceed the same way with the right arm. Cut out 
the triangle and fold the box. 



Fig 219. 

Fig. 219. — A triangular box based on the plinth is made with 
more drawing for the pattern and less folding. 

This requires an oblong ><-inch longer than the length of 
the three sides and as wide as the length of the two sides, plus 
the required depth. If the box is to be two inches high and 
four inches long, the oblong must be i2>^ inches by lo inches. 



1^ 



PAPER AND SCISSORS IN THE SCHOOLROOM. 




Fig. 220. 



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X — 



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r r 



^ 



Fig. 220. — To fold the equilateral triangle prism from a 
square, fold a square on its horizontal diameter. Fold the top 
and bottom edges of the square to this diameter and crease. 
Cut off all but >^-inch of the lower oblong thus obtained by 
folding the square. See Fig. 221. 



PAI'KR AND SCISSORS IN THE SCHOOLROOM. 



n 



Quadrisect the upper and lower edges of the remaining por- 
tion of the square and fold over one quarter of the length at 
right and left sides. The paper now is folded to have three 
squares at the right and three at the left sides, with three 
oblongs in the center, with a lap on the lower edge of the bot- 
tom oblong. Cut out the corner square, leaving one-half inch 
lap from them on the sides of the adjoining oblongs. See Figs. 
214 and 221. 

Also fold the middle square on each side to obtain the equi- 
lateral triangle for base and top of the prism according to the 
directions given for Fig. 218. When cut, the outline for the 
prism unfolded is obtained. See Fig. 220. Fold on the creases 
as represented by the dotted lines and fastened by gumming 
the edges over on the laps. 




Fig. 222. 

Fig. 222. — To make the Pentagonal pyramid cut the five- 
pointed star but make the points narrower and longer by 
cutting nearer the center. In this case the one lap must 
be cut on each point, or for convenience both may be cut at 
first and then every other one cut off. Fold the points on the 
dotted lines and join by the laps gummed inside the pyramid. 
In making the basket from the five-pointed star the joining is 
bjtter done by lacing. 



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This book is planned to give a practical and systematic course in 
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